The Meaning of Infant Teachers' Work

by Linda Evans, Angie Packwood, S.R. St. J. Neill, R.J. Campbell

Overview

Teachers of the youngest children at school were the first to bear the brunt of the policies to change the curriculum after the 1988 Education Act. What did the changes mean to them? How did they perceive their impact upon their work, on standards in the curriculum, on assessment and testing, and on their relationships with pupils and colleagues? How did they cope with stress, long working hours, intrusions into their home lives, and with change imposed from outside? The authors capture in detail the views of thirty infant teachers and compare their subjective perceptions, dominated by a sense of massive change, with the objective record of both continuities and changes in their work.

Product Details

ISBN-13:	9781134879793
Publisher:	Taylor & Francis
Publication date:	09/26/2005
Series:	The Teaching as Work Project
Sold by:	Barnes & Noble
Format:	eBook
Pages:	272
File size:	695 KB

About the Author

Linda Evans, Angie Packwood, S.R. St. J. Neill, R.J. Campbell. All four of the authors teach at the University of Warwick.

Table of Contents

Part I Introduction BACKGROUND TO THE RESEARCH 1 TIME SPENT ON WORK: THE QUANTITATIVE FRAME Part II The picture from the interviews 2 PERCEPTIONS OF THE NATIONAL CURRICULUM 3 ADMINISTERING NATIONAL TESTS 4 PERCEPTIONS OF THE IMPLEMENTATION PROCESS 5 CURRICULUM PLANNING AND CLASSROOM PRACTICE 6 THE USE OF TEACHERS’ TIME 7 STRESS Part III Changing teachers’ work? 8 TEACHERS’ MORALE AND JOB SATISFACTION 9 DILEMMAS OF PROFESSIONALITY 10 THE KEY STAGE 1 CURRICULUM: CONTINUITIES AND CHANGE